READ/WRITE LAB

Welcome to the 2019-2020 School Year!

Check here weekly topics and assignments

Week of 6/15 - 6/24

Congratulations you made it to the end of a crazy year!!! Please be sure to finish strong, check your class websites to see if you have final exams, papers or projects. If you need help please reach out. I will be hosting one last Teams Meeting, this week it will be on Tuesday, 6/16

Tuesday, 6/16: Optional Microsoft Teams meeting at from 1:00 - 1:30 pm.

Week of 6/8 - 6/12

We are approaching the last two weeks of the school year. Please make sure that you have completed all "essential learning activities" for your classes to ensure that you earn credit. Your classes may or may not have final exams next week, many teachers are not doing them, or having a final project. It is up to you to check on this! If you need any help at any time with your classes I will be available to do a 2:1 Zoom. You can do this!!!

Week of 6/1 - 6/5

On to week 7 of online learning! Please use your read/write lab time this week to do that work, and to catch up in your other classes.

If you need help with a paper or would like to schedule a 2:1 Zoom (with your parent) then please email me. All tasks below are due Friday.

Task 1: Send me a list of any missing assignments you have and a plan to catch up. If you are behind or need help, what is the biggest problem? Accessing online learning (web apps, Teams), workload, stuck on the details of a writing assignment, etc. If you are totally caught up, that's great, just let me know.

Task 2: Readworks Assessment. Only TWO people submitted the Readworks Assessment that was due last week. If you did, congratulations you are done for the week. If not, please look at last week's Readworks on Venezuela and complete this ASAP! This is data that I need for the end of the school year.

Friday: Microsoft Teams meeting at from 11:00 - 11:30 am. You will receive an invite through our class Team in Office 365. If you have any questions please ask Ms. Gale prior to the meeting. If you cannot attend at this time, please send a short reflection on the week’s activities or send any questions you have to Ms. Gale via email.

Week of 5/26 - 5/29

We made it to week 6 of online learning! Some of you have completed your Sophomore papers (congratulions!) and some are still in the outlining and drafting phases. Please use your read/write lab time this week to do that work, and to catch up in your other classes.

If you need help with a paper or would like to schedule a 2:1 Zoom (with your parent) then please email me. All tasks below are due Friday.

Task 2: Readworks Assessment. Please take the time to do the Readworks assessment below on Venezuela (short reading, 10 questions). You can print/take a picture or you can write your answers on a google doc and send them, whatever is easiest for you.

Week of 5/18 - 5/22

We are in week five of online learning! I know that all of you are now in the process of writing your sophomore papers, and are in different phases of the process depending on your class (research, outlining, drafting or even final edits). Please use your read/write lab time this week to do that work. This will be the last week of time devoted only to your papers.

If you need help with a paper or would like to schedule a 2:1 Zoom (with your parent) then please email me. All tasks below are due Friday.

Task 2: Email me the work you did for your sophomore paper this week (whatever stage your class is at - research, outline, or draft or FINAL VERSION!) :-)

Week of 5/11 - 5/15

We made it to week 4 of online learning! I know that all of you are now in the process of writing your sophomore papers, and are in different phases of the process depending on your class (research, outlining, drafting). Please use your read/write lab time this week to do that work.

If you need help with a paper or would like to schedule a 2:1 Zoom (with your parent) then please email me. All tasks below are due Friday.

Task 2: Email me the work you did for your sophomore paper this week (whatever stage your class is at - research, outline, or draft)

Week of 5/4 - 5/8

Welcome to week 3 of online learning! I have heard from many of you that you are behind on assignments and are asking for extra time to catch up. To help you, I am going to limit your R/W activities this week. We will still have the optional check-in by Teams on Friday. If you need help with a paper or would like to schedule a 2:1 Zoom (with your parent) then please email me. All tasks below are due Friday.

Task 2: If you are working on your Sophomore paper, even at the Research and quote stage you must email it to me. That means everyone in Ms. Lloyd's history class.

Friday: Microsoft Teams meeting at from 11:00 - 11:30 am. You will receive an invite. Please make sure you can log into our class Team through Office 365. If you have any questions please ask Ms. Gale prior to the meeting. If you cannot attend at this time, please send a short reflection on the week’s activities or send any questions you have to Ms. Gale via email.

Week of 4/27 – 5/1

Greetings Read/Write Lab students! This week is the beginning of online learning activities. The activities are designed to be approximately 25 minutes/day, however, if you would like to complete the week’s activities and submit at once that works for me as well. Please note, your classwork is due FRIDAY, 5/1.

Monday: Self-reflection. Check all of your teacher’s websites and make a plan for the week. Specifically, if you have a big project or paper coming up, what steps will you take, what deadlines will you need to meet? If you have a planner or an organization device have you been using it? Also, did you have any missing assignments from last week? Please get them in as soon as possible or contact Ms. Gale to make a plan.

Tuesday: Checking-in. Complete a brief reflection (Word, Google Doc, email). Answer the following questions, or anything else that is on your mind. What has been the easiest thing about online learning? The hardest? Are there any classes you have not started or have not emailed the teacher? What is your plan to make sure you get everything done this week? This should be at least 4-5 sentences.

Wednesday: Sophomore paper check-in. All students will need to complete a research paper this semester. Send me the overall topic you chose for your paper and one source: 1) Rise of Fascism, 2) Road to WWII, 3) Holocaust, 4) WWII Allied Strategic Bombing Campaign. Please make sure you have one research source, it can be from your teachers website/Teams site or it can be from the library. Tomorrow you will do an OPCVL practice analysis.

Skyline Library Databases website:

http://msbacon.com/resources/databases.html

Thursday: OPCVL. At the end of first semester you did an OPCVL (origin, purpose, content, value, limitations) source analysis in your humanities course. You will follow this same process as part of completing your second semester paper. Using your source from yesterday, complete the following OPCVL analysis document and email it to me. It has question prompts to remind you the types of information you should be looking for. If you are working on this for another history or English class you can send me that version instead of doing this one.

Week of 4/20 - 4/24

Greetings Read/Write Lab students! This week is the beginning of online learning activities.

The activities are designed to be approximately 25 minutes/day, however, if you would like to complete the week’s activities and submit at once that works for me as well.

Please note, your classwork is due FRIDAY, 4/24.

Monday: Checking-in. Complete a brief reflection (Word, Google Doc, email). Answer the following questions, or anything else that is on your mind. Do you have access to the technology you need? Do you have any concerns about online learning or accessing teachers websites? How do you plan to manage your time and your schedule? What can I do to help you in Read/Write lab? This should be at least 4-5 sentences.

Tuesday: Microsoft Teams and Office 365. Please ensure that you can access Microsoft Teams and check that all of your classes are there. Many of your teachers are using this platform for online learning. There is a PDF document below to help you access and a video. If you have any problems let me know ASAP!

Here is a short video you can watch:

https://screencast-o-matic.com/watch/cYfh31aVae

Wednesday: Sophomore paper check-in. All students will need to complete a research paper this semester. If you have already completed this for your class please email me as soon as possible. If you have not, please look at the following topics and consider one that you may find interesting to research: Rise of Fascism, Road to WWII, Holocaust, WWII Allied Strategic Bombing Campaign. Make sure that you remember how to access the Skyline library databases.

Skyline Library Databases website:

http://msbacon.com/resources/databases.html

Thursday: WWII Research. Students that are in Mr. King, Ms. Lloyd, or Ms. Bassett's history may have some research assignments for those classes this week. If you would like to work on that assignments during this time, or if you would like help with that please email Ms. Gale. That work that you do can be used for both classs, especially if you are having a hard time getting all of the work done.

If you do not have other research projects this week, find two articles on the Skyline Library website that relate to one of the WWII topics. You will send Ms. Gale the following information; 1) Title of article, 2) One quote from the document and 3) MLA citation (remember the “ cite button!)

Friday: Microsoft Teams meeting from 12:00 - 12:30 pm. You will receive an invite. Please make sure you can log into our class Team through Office 365. If you have any questions, ask me prior to the meeting. If you cannot attend at this time, please send a short reflection on the week’s activities or send any questions you have to me by email.

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Week of 4/6 - 4/10: If you need help with general education classwork please email Ms. Gale to set up a work plan: galec@issaquah.wednet.edu

OPTIONAL EELR: Current Events

https://www.nytimes.com/spotlight/learning-current-events

This site includes current events stories for high school students. Read an article and write a one paragraph response with your thoughts. Do you agree or disagree with the author? What was the most interesting point? Email your responses to Ms. Gale for feedback.

Week of 3/30 - 4/3: If you need help with general education classwork please email Ms. Gale to set up a work plan: galec@issaquah.wednet.edu

OPTIONAL EELR: Great Depression Stories

https://newsela.com/quickjoin/#/TH8TX9

Read these first person accounts of individuals living in the United Kingdom during the Great Depression, choose one account and write a letter (using standard formatting) to that individual.

Week of 3/23 - 3/27: If you need help with general education classwork please email Ms. Gale to set up a work plan: galec@issaquah.wednet.edu

OPTIONAL EELR: The Global Great Depression

https://newsela.com/quickjoin/#/TH8TX9

Read the article and answer the question, how did the world-wide Global Depression in the 1930s lead to the rise of dictators and totalitarian governments? Write a thesis statement (an argument that includes a "how, what and so what") and then write a 6-8 sentence argumentative paragraph that includes evidence to support your answer.

Week of 3/9 - 3/12

This week we continued working on Satire and Humanities projects. In History students are starting to study the inter-war years and background on the worldwide depression and lead up to WWII, specifically focusing on the Hitler, Stalin and Mussolini. Students continued to use their planners, tracking missing assignments and grades, and and work on IEP goal progress. Students had time to catch up on homework, missing assignments, study for quizzes, projects and papers from general education courses.

Week of 3/2 - 3/6

This week we did a reading comprehension practice exercise and assessment. We continued working on Satire and students had time to work on their Humanities projects. In History students are starting to study the inter-war years and background on the worldwide depression and lead up to WWII. Students continued to use their planners, tracking missing assignments and grades, and and work on IEP goal progress. Students had time to catch up on homework, missing assignments, study for quizzes, projects and papers from general education courses.

Week of 2/24 - 2/28

This week we reviewed Satire and its application in the Humanities curriculum, particularly, A Modest Proposal. In History classes concluded their WWI unit projects. Students continued to use their planners, tracking missing assignments and grades, and and work on IEP goal progress. Students had time to catch up on homework, missing assignments, study for quizzes, projects and papers from general education courses.

Week of 2/10 - 2/14

This week we did an analysis exercise prepping students for Socratic seminars and guided discussions in their humanities courses. We reviewed Surrealism and Advertising techniques to complement their coursework and projects in their humanities courses. Students continued to use their planners, tracking missing assignments and grades, and and work on IEP goal progress. Students had time to catch up on homework, missing assignments, study for quizzes, projects and papers from general education courses.

Week of 2/3 - 2/7

This week we did an exercise reinforcing concepts from Modernism and WWI to support the work that is being done in their general education humanities courses. Students continued to use their planners, tracking missing assignments and grades, and and work on IEP goal progress. Students had time to catch up on homework, missing assignments, study for quizzes, projects and papers from general education courses.

Week of 1/28 - 1/31

Students reset semester two SMART goals and created a plan to meet them. Most students are choosing to focus on work completion and improving their grades and using lab time to their advantage. Students continued to use their planners, tracking missing assignments and grades, and and work on IEP goal progress. Students had time to catch up on homework, missing assignments, study for quizzes, projects and papers from general education courses.

Week of 1/21 - 1/24

FINALS WEEK! Please note, there is NO FINAL for Read/Write Lab. Students were able to use the period on Tuesday 1/21 for last minute assignment completion or to study for their finals.

Week of 1/13 - 1/17

What a crazy week! Three snows days and two late starts left a total of one hour of class time. As time was limited, students had time to catch up on homework, missing assignments, study for quizzes, projects and papers from general education courses.

Week of 1/6 - 1/10

Students are working on source evaluation projects in their general education English and History courses. We reviewed the OPCVL strategy for source evaluation (origins, purpose, content, value, and limitations) to help shape their research questions. Students continued to use their planners, tracking missing assignments and grades, and and work on IEP goal progress. Students had time to catch up on homework, missing assignments, study for quizzes, projects and papers from general education courses.

Week of 12/16 - 12/20

Students finalized their sophomore project which is integrated with history and either Latin American or European folk tales. Students continued to use their planners, tracking missing assignments and grades, and and work on IEP goal progress. Students had time to catch up on homework, missing assignments, study for quizzes, projects and papers from general education courses.

Week of 12/9 - 12/13

Students had class work time on their sophomore project. In class we worked on incorporating feedback from general education teachers, specifically about MLA formatting, citing work appropriately, integrating evidence and analysis, and ensuring alignment between the main thesis and the body thesis statements. Students continued to use their planners, tracking missing assignments and grades, and and work on IEP goal progress. Students had time to catch up on homework, missing assignments, study for quizzes, projects and papers from general education courses.

Week of 12/2 - 12/6

Students had class work time on their sophomore project. In class we worked on converting outlines to rough drafts. We focused on the importance of the thesis statement, and students re-worked their thesis statements to include a "how", "what" and "so what" which is the methodology used at Skyline. Students continued to use their planners, tracking missing assignments and grades, and and work on IEP goal progress. Students had time to catch up on homework, missing assignments, study for quizzes, projects and papers from general education courses.

Week of 11/18 - 11/22

Students had class work time on their sophomore project which is integrated with history and either Latin American or European folk tales. Students learned about types of folk tales, lenses that can be applied for analysis, and how this would tie to the assigned country from their history classes. Students continued to use their planners, tracking missing assignments and grades, and and work on IEP goal progress. Students had time to catch up on homework, missing assignments, study for quizzes, projects and papers from general education courses.

Week of 11/12 - 11/15

Students learned how to use the library websites to search for academic sources of evidence, and how to use this tool to cite text, and organize it electronically. This skill will be used for their sophomore project outlines which are coming due in the next few weeks. Students also continued to use their planners, tracking missing assignments and grades, and and work on IEP goal progress. Students had time to catch up on homework, missing assignments, study for quizzes, projects and papers from general education courses.

Week of 11/4 - 11/8

Students practiced finding evidence and incorporating analysis that supports thesis statements. Students were asked to use their Macbeth text to find a specific quote and then practice the ACES strategy which is similar to the body thesis statement/evidence/analysis sections of their Humanities paper outlines. This week students continued to use their planners, tracking missing assignments and grades, and and work on IEP goal progress. Students had time to catch up on homework, missing assignments, study for quizzes, projects and papers from general education courses.

Week of 10/28 - 11/1

Students continued working on evidence and writing strategies to incorporate evidence and analysis. The class learned about the ACES strategy (answer, cite, explain, summarize) which can be used to help develop and match argument and analysis in their general education classes. This week students continued to use their planners, tracking missing assignments and grades, and and work on IEP goal progress. Students had time to catch up on homework, missing assignments, study for quizzes, projects and papers from general education courses.

Week of 10/21 - 10/25

Students have been working on two large projects for their general education courses in English and History. They had the opportunity to work on these, or other appropriate coursework. This week students continued to use their planners, tracking missing assignments and grades, and and work on IEP goal progress.

Week of 10/14 - 10/18

Students learned strategies for gathering evidence and what constitutes strong evidence. Using document-based question (DBQ) strategies, students answered a series of short-answer questions that is constructed by students using one's own knowledge combined with support from several provided sources. This week students continued to use their planners, tracking missing assignments and grades, and and work on IEP goal progress. Students had time to catch up on homework, missing assignments, study for quizzes, projects and papers from general education courses.

Week of 10/7 - 10/11

Students began writing introductory paragraphs which included a hook, background information and then incorporated strong thesis statements. This week students continued to use their planners, tracking missing assignments and grades, and and work on IEP goal progress. Students had time to catch up on homework, missing assignments, study for quizzes, projects and papers from general education courses.

Week of 9/30 - 10/4

Students completed two IEP data assessments, measuring reading comprehension and learned strategies for increasing their scores. This week students continued to use their planners, tracking missing assignments and grades, and and work on IEP goal progress. Students had time to catch up on homework, missing assignments, study for quizzes, projects and papers from general education courses.

Week of 9/23 - 9/27

Students created interactive notebooks and we began to work through the components of the Skyline humanities rubrics. We focused on the introduction and thesis statements. Students completed exercises analyzing strong and weak statements, as well as creating their own thesis statements on current event topics.

This week students continued to use their planners, tracking missing assignments and grades, and and work on IEP goal progress. Students had time to catch up on homework, missing assignments, study for quizzes, projects and papers from general education courses.

Week of 9/16 - 9/20

Students completed a short unit on critical analysis and wrote a short critical analysis of a piece of artwork of their choice. Students reviewed MLA formatting, as well as how to find strong evidence to support their writing.

Week of 9/9 - 9/13

Students began work on argumentative writing. They wrote and introductory paragraph and presented evidence to support their ideas. We did a review of ethos, logos and pathos in persuasive writing.

office-365-for-home.pdf

Source Evaluation - OPCVL_LA Graphic Org

Readworks - Venezuela.pdf

Ms. Gale's Class Website